| Elementary school is an important part of children's development and disruptive behavior in the classroom can interrupt the development of academic and social behavior competence (Sutherland & Oswald, 2005). Problem behavior in the classroom often causes teachers to interrupt instruction and may influence others to engage in misbehavior. Therefore, effective classroom management strategies are essential for teachers to utilize. The purpose of this study was to investigate the multiple classroom management strategies which teachers use in the classroom and the effects those strategies have on their students' behavior and the teachers' level of burnout. Participants included 68 K-3rd grade teachers and the students in their classrooms. Latent profile analysis was conducted to develop profiles of multiple classroom management strategies used by teachers. Results indicated that teachers use variable rates of praise, behavioral expectations and instructional management. The model solution resulted in three profiles of multiple classroom management strategies. Profile 1, or those teachers using a 'typical' profile of classroom management strategies, used low rates of specific and general praise, moderate rates of reprimands and average amounts of behavioral expectations and instructional management. Profile 2, or those teachers using an 'ineffective' profile of classroom management strategies, used low rates of specific and general praise, moderate rates of reprimands and low amounts of behavioral expectations and instructional management. Profile 3, or those teachers using a 'proficient' profile of classroom management strategies, used higher rates of specific and general praise than the other two profiles, similar rates of reprimands compared to the other two and average amounts of behavioral expectations and instructional management. Once teacher profiles were determined, differences among student variables were compared using the Mplus Auxiliary function (Muthen & Muthen, 2007). Significantly lower rates of aggression and a higher percent of time on task were found in classrooms in which teachers used a proficient profile of classroom management strategies. In addition to investigating the relationship between teacher classroom management profiles, teacher levels of selfefficacy in classroom management, prior training and experience were added to the model as covariates. None of these variables were significantly associated with the profiles of classroom management strategies. Further, the Mplus Auxiliary function (Muthen & Muthen, 2007) was utilized to determine if teacher classroom management profiles were related to teachers' level of burnout. Teacher classroom management profiles were not significantly related to teachers' level of burnout. Implications of these findings are discussed for school-based school psychological practice. |
